Ambient Insight Research Report The Worldwide Market for Digital English Language Learning Products and Services: 2011-2016 Forecast and Analysis The Emergence of a Global Technology-based English Language Learning Ecosystem We Put Research into Practice www.ambientinsight.com Market Analysis by: Sam S. Adkins, Chief Research Officer Published: April 2012 To learn more about our research services, email: info@ambientinsight.com Ambient Insight Copyright Policy: All rights reserved. All media and research data published by Ambient Insight are protected by copyright. Unauthorized use of Ambient Insight research without prior permission is prohibited. Ambient Insight research products provide valuable financial data only to the individual purchaser or the purchasing organization. Purchasers may not modify or repurpose the information and financial data in our research in any manner. Specific distribution rights are provided based on the license model granted at time of purchase. Quoting Ambient Insight Research: Permission is required to use quotes, tables, diagrams, or charts from Ambient Insight research in press releases, promotional material, external presentations, or commercial publications. Permission from Ambient Insight is required to reproduce or distribute in entirety any table, paragraph, section, or report.
Table of Contents List of Tables... 4 List of Figures... 5 Executive Overview... 7 Quantitative Methodology, Scope, and Definitions... 15 Scope...16 Geographical Regions...17 Definitions...18 Related Research...19 2011-2016... 20 Who are the Buyers?...20 Demand-side Analysis by Region...23 North America... 24 The United States (US)... 24 Canada... 27 Latin America... 29 Argentina... 29 Brazil... 30 Chile... 32 Columbia... 33 Mexico... 33 Venezuela... 35 Western Europe... 35 Austria... 36 Belgium... 37 The Czech Republic... 38 Denmark... 39 Finland... 40 France... 40 Germany... 42 Hungary... 43 Italy... 44 The Netherlands... 45 Norway... 46 Poland... 47 Portugal... 49 Romania... 50 Spain... 51 Sweden... 53 Switzerland... 54 For more information about this research, email: info@ambientinsight.com 2
The United Kingdom (UK)... 55 Eastern Europe... 56 Belarus... 56 Georgia... 57 Kazakhstan... 58 The Russian Federation... 59 Ukraine... 60 Asia... 61 Australia... 62 China... 63 India... 67 Indonesia... 70 Japan... 72 Malaysia... 74 New Zealand... 75 Singapore... 76 South Korea... 77 Taiwan... 80 Thailand... 81 Vietnam... 82 Mobile Learning VAS Spreads Across Asia... 83 The Middle East... 83 Jordan... 84 Kuwait... 85 Oman... 86 Qatar... 87 Saudi Arabia... 89 Turkey... 90 The United Arab Emirates (UAE)... 92 Africa... 93 Algeria... 95 Morocco... 96 South Africa... 96 Tunisia... 97 Supply-side Analysis...98 Self-paced elearning... 99 Collaboration-based Learning... 100 Digital Referenceware... 101 Mobile Learning... 102 Mobile Learning VAS... 103 Index of Suppliers... 105 For more information about this research, email: info@ambientinsight.com 3
List of Tables Table 1-2011-2016 Worldwide Revenue Forecasts for Digital English Language Learning Products by Five Buyer Segments (in $US Millions)... 20 Table 2-2011-2016 Worldwide Revenue Forecasts for Digital English Language Learning Products and Services by Region (in $US Millions)... 23 Table 3-2011-2016 Digital English Language Learning Revenue Forecasts for North America Broken out by the US and Canada (in $US Millions)... 24 Table 4-2011-2016 US Revenue Forecast for Digital English Language Learning by Five Buyer Segments (in $US Millions)... 24 Table 5-2011-2016 US Consumer Expenditures for Digital Language Learning Broken Out by Six Languages (in $US Millions)... 27 Table 6-2011-2016 Revenue Forecasts for Digital English Language Learning by Top Buying Countries in Latin America (in $US Millions)... 29 Table 7-2011-2016 Revenue Forecasts for Digital English Language Learning by Top Buying Countries in Western Europe (in $US Millions)... 36 Table 8-2011-2016 Revenue Forecasts for Digital English Language Learning by Top Buying Countries in Eastern Europe (in $US Millions)... 56 Table 9-2011-2016 Revenue Forecasts for Digital English Language Learning by Top Buying Countries in Asia (in $US Millions)... 61 Table 10-2011-2016 Revenue Forecasts for Digital English Language Learning by Top Buying Countries in the Middle East (in $US Millions)... 84 Table 11-2011-2016 Revenue Forecasts for Digital English Language Learning by Top Buying Countries in Africa (in $US Millions)... 94 Table 12-2011-2016 Worldwide Revenue Forecasts for Digital English Language Learning by Four Product Categories (in $US Millions)... 98 Table 13-2011-2016 Worldwide Revenue Forecasts for Digital English Language Learning by Two Mobile Learning Categories (in $US Millions)... 103 For more information about this research, email: info@ambientinsight.com 4
List of Figures Figure 1 The 2011 Global Language Industry (in $US Billions)... 7 Figure 2 - The Convergent Catalysts Driving the International Growth of Digital English Learning Adoption... 8 Figure 3 International Catalysts Driving Adoption of Learning Technology in the Global PreK-12 Segment... 10 Figure 4 2011-2016 Worldwide Digital English Language Learning Growth Rates by Region... 13 Figure 5 2011-2016 Top Ten Digital English Language Learning Growth Rates by Country... 14 Figure 6 - Who is the Buyer? 2011-2016 Worldwide Revenue Forecasts for Digital English Language Learning Products by Five Buyer Segments (in $US Millions)... 21 Figure 7-2011-2016 Worldwide Revenue Forecasts for Digital English Language Learning Products by Seven Regions (in $US Millions)... 23 Figure 8-2011-2016 US Revenue Forecast for Digital English Language Learning Products by Five Buyer Segments (in $US Millions)... 25 Figure 9-2011-2016 Worldwide Revenue Forecasts for Digital English Language Learning by Four Product Categories (in $US Millions)... 99 Figure 10 - The Return on Investment for Commercial Collaboration-based Learning Delivery... 101 For more information about this research, email: info@ambientinsight.com 5
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Executive Overview The global market for digital English language learning products and services reached $1.31 billion in 2011. The worldwide five-year compound annual growth rate (CAGR) is 14.5% and revenues will reach $2.58 billion by 2016. Ambient Insight has revised our international forecasts for digital English language learning products significantly upward from previous forecasts. There are three sections in this report: a buying behavior analysis by five buying segments, a demand-side analysis broken out by the top buying countries in each region, and a brief supply-side analysis by product type. The global English language learning market (offline and digital combined) reached $35.9 billion in 2011. The Big Picture The global language industry is an $82.6 billion market and language learning is a subset of that industry. In this report, Ambient Insight isolates the addressable market for learning suppliers and excludes language services revenues generated from localization, interpretation, translation, and other services. Figure 1 The 2011 Global Language Industry (in $US Billions) The worldwide language learning market (all languages combined) was $58.2 billion in 2011. The overall worldwide language learning market is gradually shrinking due to the adoption of cost-efficient technology-based products and the migration away from classroom and print products. For more information about this research, email: info@ambientinsight.com 7
The total global English language learning market (offline and digital products combined) will decline slightly to $35.3 billion in 2016 due to the adoption of more cost efficient products. English language learning products (offline and online combined) generated $35.9 billion (or 61.7% of the total language learning market) in 2011, making it the largest concentrated revenue opportunity in the international language learning market. As of 2011, only 3.7%, or $1.31 billion, of that $35.9 billion English language learning revenue was generated by the sales of digital products, which indicates a significant potential for growth. By 2016, expenditures on digital English language learning products will account for 7.3% (or $2.5 billion) of the global English language learning market. The current digital English language learning revenues are heavily concentrated in five learning product types: Self-paced elearning, Digital Referenceware (etextbooks), Collaboration-based Learning, Mobile Learning apps, and Mobile Learning VAS. Figure 2 - The Convergent Catalysts Driving the International Growth of Digital English Learning Adoption The substantial growth in revenues for digital English language learning products over the forecast period is due to several convergent catalysts: Consumer demand for digital language learning products The recent explosion of Mobile Learning Value Added Services (VAS) The digitization efforts in academic markets across the globe Migration to digital formats by the major international publishers Government-mandated English language learning initiatives in school systems The shortage of English teachers in high-demand countries. For more information about this research, email: info@ambientinsight.com 8
Technology-based language learning products have always been popular with consumers. In 2011, the majority of revenues derived from consumers were generated by the sales of Self-paced elearning products, followed by Mobile Learning products. Yet, Self-paced elearning is a mature legacy product type facing significant pricing pressures and the growth rate is slowing. That said, self-paced products will generate a significant amount of revenue throughout the forecast period. There is now clear evidence that newer products, particularly Mobile Learning, are cannibalizing sales of legacy technology-based English learning products, particularly in the consumer segments across the planet. This is called product substitution in market analysis. A worldwide analysis of consumer buying behavior is included in the buying behavior section of this report. When Ambient Insight published our first worldwide digital English language learning report in 2009, mobile language learning apps were just taking off and Mobile Learning value-added services (VAS) did not exist at all. By 2016, mobile English language learning products will generate the highest revenues for suppliers, followed by self-paced products. A breakout of the growth rates and revenues for five product types is included in the supply-side analysis in this report. The emergence of a new Mobile Learning product type is now a major catalyst for language learning, particularly English. Subscription-based Mobile Learning content sold as a value-added service (VAS) is quite new on the market and essentially represents a new type of Mobile Learning product a fusion of packaged content and services. Ambient Insight has labeled this new product type "Mobile Learning VAS." Dozens of new Mobile Learning value-added service (VAS) products have come on the market in the last two years. Mobile Learning VAS products are now on the market in every region of the world and deliver content in four major areas: language learning, math, test prep, and mhealth education. The products are sold directly to consumers by telecom network operators, device makers, and content suppliers. The content is usually delivered via audio, Short Message Service (SMS), or Interactive Voice Response (IVR). The top revenue-generating Mobile Learning VAS is English language learning and a breakout of that revenue is included in this report. As of March 2012, there are seventeen Mobile Learning VAS English language learning products in the world, with four of them coming to market since January 2012. The operators initially launched their Mobile Learning VAS products in developing economies and are now expanding into the developed economies. The telecom network operators are now major Mobile Learning suppliers in Asia, Latin America, and Africa. In February 2011, the first Mobile Learning VAS in Western Europe launched in Italy and the first Mobile Learning VAS in Eastern Europe launched in Kazakhstan. Both of these are English language learning products. For more information about this research, email: info@ambientinsight.com 9
The Mobile Learning VAS offerings in developing economies have relatively low subscription prices, yet have millions of customers. Consequently, the revenues are quite high. This is a classic "rags to riches" story with suppliers across the planet collectively generating hundreds of millions of dollars in new revenue in just the last two years. The telecoms depend on third-party commercial suppliers for content, custom content development services, tools, and platforms. They often pay subject matter experts to provide tutoring to subscribers, so the revenue opportunities for suppliers are significant across the supply chain. Analyses of the Mobile Learning VAS regional supply chains, high-demand content types, revenue-sharing models, and pricing models are included in this report. Figure 3 International Catalysts Driving Adoption of Learning Technology in the Global PreK-12 Segment There are now major digitization efforts going on in the school systems in South Korea, Thailand, China, Taiwan, Turkey, Brazil, Russia, France, Poland, Spain, the Ukraine, Mexico, Japan, Singapore, United Arab Emirates (UAE), and in various school systems in the UK and the US. As the print textbooks are converted to etextbooks, the language learning titles will also be digitized. In June 2011, the South Korean Education Ministry mandated that all instructional content in all primary and secondary schools must be 100% digital by 2015. By 2015, every school child in South Korea will be carrying a personal learning device. For more information about this research, email: info@ambientinsight.com 10
Turkey intends to equip over 15 million students with tablets in the next four years, which represents a huge delivery ecosystem for learning technology suppliers. The Turkish government began distributing the tablets to schools in February 2012 and (like South Korea) intends to have all print-based textbooks replaced with etextbooks in four years. Thailand will begin distributing tablets to all their primary students in May 2012. These trends are driving the major international print publishers of English language learning textbooks and test prep content to move rapidly to digital formats. Cengage Learning, McGraw-Hill, Houghton Mifflin Harcourt, Macmillan, Pearson, Oxford University Press, and Cambridge University Press are all aggressively shifting their language learning product portfolios to digital formats. As schools across the globe migrate to digital content, a massive amount of commercial, open, and indigenous print-based English language learning content will be ported to digital formats. This represents a significant revenue opportunity for suppliers that offer conversion services. According to Cambridge University Press, there are over 100 countries in which English is designated as the "first foreign language" taught in schools. The British Council reports that there are over 30 additional countries in which English has an official status. In general, English is the first foreign language taught in schools in the Middle East, Asia, Europe (outside of Britain and Ireland), South America, and a third of Africa. New government mandates for school systems designed to increase proficiency in the English language have been initiated in countries around the world. The governments of Rwanda, South Sudan, Turkey, the Russian Federation, South Korea, Japan, Malaysia, Vietnam, China, Brazil, Chile, and Argentina have instituted broad-reaching federal programs designed to increase English proficiency. Some of these mandates are minor adjustments to current mandates. For example, in June 2011, Saudi Arabia began offering English language learning starting in fourth grade, two years earlier than the previous mandate. Prior to February 2012, English language learning began in first grade in Dubai in the United Arab Emirates (UAE). Now English is introduced to Dubai students in kindergarten. Other mandates are sweeping in scope: Rwanda is a predominately French-speaking country with over 10 million people and in 2009 the government mandated that all primary education had to be taught in English. When South Sudan gained independence from Sudan in 2011, the new government proclaimed that English would be the national language even though very few people in the new country speak English. For more information about this research, email: info@ambientinsight.com 11
In late 2010, the Russian Federation mandated that fluent English would be a requirement to become a civil servant starting in 2012. In 2011, the Ministry of Education and Training in Vietnam made English language learning compulsory starting in fourth grade. The government intends to have 80,000 English language teachers in the country by 2020, but is having difficulty finding qualified teachers. In 2011, Japan made English language learning compulsory in all Japanese primary schools. Previous to this mandate, students were introduced to English in junior high. In December 2011, the government of Thailand launched their 2012 English Speaking Year project with the ambitious goal to teach English to 14 million students in 34,000 state schools across Thailand from pre-primary to university age. In the presence of minor and major mandates like this, it should be no surprise that there is now a significant shortage of English language teachers in several countries, and this is a catalyst for technology-based products and services. The shortage of teachers is driving the demand for both self-paced products and live remote tutoring by native Englishspeaking teachers based outside the respective countries. For example, in May 2011, the Turkish government announced that they would recruit 40,000 native-speaking English languages teachers as part of a four-year billion dollar initiative to increase English language skills in their primary and secondary schools. The first phase of the initiative began in 2011 and involved hiring English teachers in the US to tutor Turkish students remotely in real time via Collaboration-based Learning technology. In terms of revenues, the top buying regions will be Asia, Western Europe, and North America, respectively, throughout the forecast period. The Regions and the Top Growth Countries This report forecasts the revenues for digital English language learning products and services across seven regions: North America, Latin America, Western Europe, Eastern Europe, Asia, Middle East, and Africa. This report also identifies the top buying countries in each region and provides a fiveyear forecast for each of those countries. Asia has the highest growth rate followed by Africa, Latin America, and Eastern Europe. All four of these regions have growth rates above the aggregate growth rate for all regions. Western Europe and North America are the most mature markets and have relatively low growth rates. The region with the lowest growth rate is North America, which masks the fact that it spends the most on digital English language learning products. The top buying country for digital English language learning in 2011 was the US, followed by South Korea, China, Japan, and Brazil. By 2016, the largest buying countries will be China, South Korea, the US, For more information about this research, email: info@ambientinsight.com 12
Brazil, and Japan, respectively. Turkey, India, the Russian Federation, Spain, and Poland will also be in the top ten buying countries by 2016. Figure 4 2011-2016 Worldwide Digital English Language Learning Growth Rates by Region There are distinct regional differences and the buying behavior can be quite different in each region, and in countries within a region. The dynamics of the market in these countries, particularly the US, are complex. A detailed analysis of the US market is provided in this report and forecasts for digital English language learning are broken out by buying segment. Additionally this report breaks out the US consumer expenditures for digital language learning by six languages. A high-level analysis of the worldwide expenditures by five buying segments is included in this report broken out by consumer, PreK-12, higher education, government, and corporate. While the buying behavior is different in each country, the worldwide revenues are highly concentrated in specific segments. In terms of growth, the countries with the highest growth rates are Malaysia, China, Romania, Ukraine, Indonesia, Brazil, Poland, India, Georgia, and the Russian Federation. The growth rates in Malaysia, China, Romania, and Ukraine are all above 30%, more than twice the worldwide aggregate growth rate. There are spikes in spending in certain countries due to a variety of factors. For example, Brazil will host the World Cup in 2014 and the Olympics in 2016. The Brazilian Ministry of Tourism intends to provide English training to 306,000 tourism professionals just for the World Cup. For more information about this research, email: info@ambientinsight.com 13
There will be a spike in spending in Brazil during the forecast period due to the World Cup in 2014 and the Olympics in 2016. Figure 5 2011-2016 Top Ten Digital English Language Learning Growth Rates by Country Over 350 suppliers operating in specific countries are cited in this report to help international suppliers identify local partners, distributors, resellers, and potential merger and acquisition (M&A) targets. So far, Englishtown is the primary competitor benefiting from the Brazilian expenditures having been designated by the government as the "Official Language Training Provider for Brazil." The major international suppliers are aggressively expanding across the globe. Yet, new suppliers are entering the market at a rapid pace. There are several niche areas that represent revenue opportunities for smaller domestic suppliers and they are identified in this report. Digital English language learning is now a significant revenue opportunity for large and small suppliers. Targeting specific buyers in specific countries with particular product types is the key to generating revenues. Suppliers will find that data in this report. For more information about this research, email: info@ambientinsight.com 14
Quantitative Methodology, Scope, and Definitions Ambient Insight provides quantitative revenue forecasts based on our proprietary Evidence-based Research Methodology (ERM). We developed ERM by modifying and refining industry-standard quantitative methods to reflect the unique characteristics of the learning technology market. A detailed description of Ambient Insight's Evidence-based Research Methodology is included in our research taxonomy. ERM progresses from general patterns (the big picture) to very precise granular patterns. It is used to create a forecast model comprised of accurate predictors. The forecast model is refined as additional data become available. Ambient Insight provides a detailed description of our Evidence-based Research Methodology in: Ambient Insight s 2012 Learning Technology Research Taxonomy. Ambient Insight gathers market and competitive intelligence from a wide spectrum of information broadly classified as leading and lagging indicators. Economic and market conditions are subject to change and the data in this report are current at the time of publication. Many of the companies discussed in this report are publicly traded on various international stock exchanges and their financial disclosures provide baseline data for global sales, regional competitive pressures, and specific country-by-country business activity. Many private companies, particularly outside the US, report their revenues as a matter of policy. Those financial disclosures also provide baseline data for the demand for specific types of products in particular countries and regions. Federal government and industry trade bodies, particularly in the US, Japan, South Korea, Germany, France, Canada, Ireland, India, and the UK, provide extensive data on export opportunities in specific international education markets. Federal, state, provincial, and local school agencies provide detailed reports on technology funding, the adoption of learning technology, and the buying behavior in the academic markets. The European Union funds ongoing research on the adoption of electronic learning in the EU and Eastern Europe. Several international bodies such as the World Bank, the UN, and the Commonwealth of Learning provide funding for projects and detailed data on the adoption of learning technology in developing countries. There are now distance learning and learning-technology trade associations in every region of the world. Publications, event presentations, and press from these associations provide valuable insight into the market conditions inside particular countries and regions. For more information about this research, email: info@ambientinsight.com 15
The various English language learning publishing, training, and education associations across the globe provide a wealth of information about the migration to digital formats and the buying behavior in specific countries. Scope The analysis focuses on those countries that currently represent the top revenue opportunities for suppliers. The analysis of long-term revenue opportunities in emerging markets is less detailed. This report forecasts the combined revenue for shrink-wrapped and digital self-paced content, Collaboration-based Learning (which includes live oneto-one digital tutoring and live digital classes), Digital Referenceware, and Mobile Learning. Additionally, the revenues for Mobile Learning apps and Mobile Learning value added services (VAS) are broken out as well. While there are revenues for game-based and simulation-based English language learning they are quite nascent and not included in this forecast. There are now dozens of Social Learning sites related to language learning, with basic access offered for free. The "premium" content sold on those sites falls into one of the four product categories analyzed in this report. The revenue forecasts in this report are in US Dollars. There have been significant fluctuations in currency valuations in 2010 and 2011 and the forecasts in this report are based on exchange rates as of February 2012. This report does not include a market share analysis broken out by suppliers. Ambient Insight only provides market share data on a private consulting basis and we do not publish market share data in syndicated reports. This report includes revenues for all categories of English including: American English, British English, and Australian English. There are other distinct subcategories of English language learning discussed in this report including: English for Tourism, Legal English, Technical English, Medical English, business English, and Aviation English. This report does not include forecasts for offline proctored English language proficiency exams for students and teachers. This report does not include forecasts for teacher-facing exam products used to certify teachers in either Teaching English as a Foreign Language (TEFL) or Teaching English to Speakers of Other Languages (TESOL). TEFL and TESOL are equivalent terms and are used interchangeably. TEFL is a more common term in the US and TESOL is more widely used in the UK and Europe. There is an digital Test of English as a Foreign Language (TOEFL) or IBT (Internet-Based Test) sold by ETS, but those revenues are not included in this report. This is an exam product delivered online for a fee, and not a digital learning product per se. For more information about this research, email: info@ambientinsight.com 16
This report does include revenues for digital test prep content, digital courseware, and tutoring services designed to help students and teachers pass these tests. There are thriving English language learning businesses in native English speaking countries such as Canada, the US, the UK, New Zealand, Ireland, and Australia. A significant amount of their customers are located outside these countries and those revenues are excluded from the forecasts for these six countries. However, the revenues are factored in if the buyers originate in these countries. For example, the US and the UK are Cambridge University Press' third and fifth largest buyers, respectively, of the company's English language learning products and those revenues are factored into the forecasts for those two countries. Finally, this report does not include forecasts for dedicated language learning lab hardware. It does include revenues for the digital English courses sold for use on the hardware. Geographical Regions This report provides forecasts for seven international regions: North America, Latin America, Western Europe, Eastern Europe, Asia, Middle East, and Africa. North America includes the US and Canada. Latin America includes Mexico, Central America, and South America. The Caribbean countries and islands are also grouped with Latin America. Ambient Insight defines Western Europe as the 27 countries in the European Union as of January 2011. It also includes four countries that, so far, have not joined the EU: Iceland, Norway, Lichtenstein, and Switzerland. Ambient Insight defines Eastern Europe as the countries that were once part of Yugoslavia and many of the Commonwealth of Independent States (CIS) that were once part of the former Soviet Union: Serbia, Montenegro, Bosnia and Herzegovina, Macedonia, Albania, the Russian Federation, Belarus, Croatia, Georgia, Moldova, Armenia, Azerbaijan, Turkmenistan, Kazakhstan, Kyrgyzstan, Uzbekistan, and Ukraine. Asia is defined as the countries in continental eastern Asia and the countries and island nations in the Asian Pacific including Australia and New Zealand. The Middle East includes all the east Mediterranean, Gulf, and western Asian countries, and arbitrarily groups Turkey and Egypt as part of the Middle East. For more information about this research, email: info@ambientinsight.com 17
Africa includes all the countries on the African continent except Egypt and also includes Madagascar. Definitions In this report, the term "digital English language learning" is used to describe content, events, services, and technology accessed on a computing device (mobile or desktop). The current digital English language learning revenues are heavily concentrated in five learning product types: Self-paced elearning, Digital Referenceware (etextbooks), Collaboration-based Learning, Mobile Learning apps, and Mobile Learning VAS. Ambient Insight provides a granular definition of these learning technology product types in: Ambient Insight s 2012 Learning Technology Research Taxonomy. Ambient Insight defines packaged content as CD/DVD (shrink-wrapped) digital Web-based content, and mobile apps. This report includes forecasts for digital products designed to teach English-as-a-Second Language (ESL) and English-as-a-Foreign Language (EFL): ESL refers to teaching English in an English-speaking region to those whose first language is not English EFL is English learning in a non-english region, being learned by someone whose first language is not English. There is a growing demand for digital English language learning designed for teachers that want to achieve a certification. Common terms are: TEFL (Teaching English as a Foreign Language), is used when English is being taught in a country where it isn't the native language. TESL (Teaching English as a Second Language), is used when English is being taught to non-native speakers of English in a country where English is the native language. TESOL (Teaching English to Speakers of Other Languages) is often used interchangeably with TEFL and TESL. ELT (English Language Teaching) is a phrase primarily used in the UK. The term English language learners (ELL) is used in this report to describe the current regional populations of English language learners. For more information about this research, email: info@ambientinsight.com 18
The terms "Francophone" and "Anglophone" are used for the terms "French speaking" and "English speaking", respectively. Related Research Buyers of this report may also benefit by the following Ambient Insight market research: The Worldwide Market for Self-paced elearning Products and Services: 2010-2015 The US Market for Self-paced elearning Products and Services: 2010-2015 The Worldwide Market for Mobile Learning Products and Services: 2010-2015 The US Market for Mobile Learning Products and Services: 2010-2015 The US Collaboration-based Learning Market: 2010-2015 Forecast and Analysis Ambient Insight s 2012 Learning Technology Research Taxonomy We Put Research into Practice www.ambientinsight.com For more information about this research, email: info@ambientinsight.com 19